Recognition Memory in Reflective and Impulsive Preschool Children

8 reflective and 8 impulsive preschool children were tested in a forced-choice recognition memory task. Experimental conditions systematically varied the possibility that correct responses could be made on the basis of verbal labels, purely visual feature analyses, or both. Reflective children made...

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Bibliographic Details
Published inChild development Vol. 44; no. 3; pp. 651 - 656
Main Authors Siegel, Alexander W., Kirasic, Kathleen C., Kilburg, Richard R.
Format Journal Article
LanguageEnglish
Published United States University of Chicago Press 01.09.1973
University of Chicago Press for the Society for Research in Child Development, etc
Subjects
Age Factors
Brief Reports
Child Development
Child, Preschool
Children
Cognition
Discrimination (Psychology)
Female
Humans
Male
Memory
Preschool children
Preschool education
Probability
Recognition memory
Statistical median
Verbal Behavior
Visual Perception
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Summary:8 reflective and 8 impulsive preschool children were tested in a forced-choice recognition memory task. Experimental conditions systematically varied the possibility that correct responses could be made on the basis of verbal labels, purely visual feature analyses, or both. Reflective children made more correct recognition choices than did impulsive children under all experimental conditions. Order of condition difficulty indicated that both verbal labeling and visual feature analysis independent of verbal processes are responsible for successful recognition performance in these Ss.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0009-3920
1467-8624
DOI:10.2307/1128025